Module 4: Changing Perspectives Date: February 3-4, 2016

Lesson 1: Achieving Sentence Fluency through Sentence Structures (Day 3 and 4)

Curriculum Area: English Author: Ms. Martha Andrea L. Patco

Grade Level: Grade 8 Author Contact: 09078544549
Time Required: 60 minutes Instructional Groupings:
Level Standard: The students demonstrate communicative competence through
Standards: his/her understanding of Afro-Asian Literature and other text types for a deeper
appreciation of Philippine culture and those of other countries.
Content Standard: The students demonstrate understanding of how communicative
competence is best explored through the different domains of literacy enabling him/her to
analyze, do critical evaluation, and make critical choices to suit different purposes without
sacrificing socio-cultural values and attitude.
Performance Standard: The students show sophistication on the power and effect of
communicative competence through creative, critical, confident and responsive interaction
employing varied types of strategies to suit different audiences in formal and non-formal
situations.
Lesson PS: Achieve sentence fluency in written output.
Materials: visual aids
As a result of this lesson/unit, students will:
Know: Explain the idea of sentence fluency.
Understand: Demonstrate sentence fluency through combining sentences.
Do: Identify grammatical errors in a story.
Correct errors presented in the sentences.
Employ sentence fluency in constructing paragraph.
1. Motivation:
The teacher asks the students if they are familiar with the story of the Hare and the
Tortoise. The teacher presents the story to the class that contains grammatical errors and
misspelled words. The students will read it altogether.
The Hare and The Tortoise
A Hare are making fun of the Tortoys ones day for being so slows.
“Do you ever get anywhere?” him asked with a mocking laff.
“Yes,” replied the Tortoise, “and I get there soner than you think. I’ll run you a raise
and prove it.
The Hair was much amusing at the idea of running a race with the Tortoise, but for
the fun of the thing he agreed. So the Packs, who who had consented to ak as judge,
marked the distans and started runners off.
The Hare was son far out of sight, and to making the Tortoys feel viry diply how
rediculost it was for him to tray a race with a hare, he lay down beside the course to take a
nap until the Tortoise should catch up.
The Tortoise meanwhile kept going stidely and after a time, fassed the flace where the
Hare was sleeping. But the Hare slept on berry peacepuly; and when at last he did wake up,
the Tortoise was near the gowl the Hare now ran his swiftest, but he could not overtake the
tortoise in time.

The teacher asks the students to identify the grammatical errors and misspelled words
in the story through the discussion.
2. Discussion
Sentence Fluency
Sentence fluency is the rhythm and flow of language, the sound of word patterns, the
way in which the writing plays to the ear—not just to the eye.
 Varied sentence structure, length and beginning
 Sentence construction enhances meaning
Oral reading is smooth and easy
3. Task 1: Seatwork
 Directions: Encircle which of the underlined word/s make the sentence wrong; correct it.
1. There is a ugly toad in the flower pot.
2. Mindy was do her homework when the kitchen caught fire.
3. The driver made a dangerously mistake which cost many lives.
4. He was quite amusing when he heard what had happened.
5. Though my grandfather is old, she is very healthy and alert.
4. Task 2: Seatwork
Directions: Correct the errors in the following sentences.
1. she like dogs
2. Me favorite coler is red
3. My head hurt
4. I leaving now
5. i want three egg
6. I no Have time
7. Yuki love Her mom
8. She boyfriend is next door
9. The fish be colorfull
10. Susan has lot of homwerk
11. When we gonna eat?
12. Candy taste sweet.
13. I gonna get a new cat
14. Today was Wednesday
15. We flied in an airplane this morning
5. Task 4: Seatwork
Directions: Combine the following sets of shorter sentence into longer ones.
Example:
Shorter sentences:
The writer is working on a new book. She has already published one book
Answer: The writer, who has already published a book, is working on a new one.

1. Aaron skis on snow. He skis on water. He skis on ice.

Answer: Aaron skis on snow, water and ice.
2. Carlos has started doing homework. He is getting better grades.
Answer: Since Carlos has started doing homework, he is getting better grades.
3. Summer is a wonderful season. During the summer, there are many wonderful
activities to do.
Answer: Summer is a wonderful season so there are many wonderful activities to
do.
6. Task 5: Seatwork
Directions: Separate the following longer sentences into short, simple sentences. (The
number of sentences each should be broken into is indicated in the brackets.)
1. Today has been a really long day because I had to get up early, I had a lot of work
to do in school, and I had practice afterwards. (4)
2. Although the teacher was impressed with her students’ work, she still punished
them because they would not stop talking during class lessons. (3)
Closure/ WRAP-UP 7. Task: 4: Write it Right! (Output)
Activity Directions: You are a member of a school newspaper. Your task is to write news about the
latest trend or current event in your grade level. This short report will be featured in the
next issue of your school’s newspaper. The write-up must be easy to read. Be guided by
the scoring rubric that follows:
10 9 8 7
Sentence  Highly readable—a  Grammati  Mechanical  Very hard to
Fluency joy to share aloud. cally but readable. read—you
 Easy going flow, correct  Awkward slow down,
rhythm, and sentences moments re -read
cadence.  Variety in outweigh  Does not
 Virtually every length and smooth, always make
 sentence begins structure. natural sense—is
differently.  Natural, phrasing. this a
 Informational pleasant  Gangly run- sentence
writing crisp and to phrasing. ons or  Awkward
the point. choppy words and
sentences. sentences
 Repetitive
beginnings.
Assignment Review Sentence Structures for the long quiz tomorrow.